Presentation Description
Toni Ungaretti1
1 Johns Hopkins University
1 Johns Hopkins University
Background
Increasingly, medical institutions seek HPEGDPs graduates to lead initiatives to advance the transformation of heath care through the preparation of future providers (Humphrey, 2021). The stakes are high for HPEGDP to ensure that graduates achieve program outcomes aligned with these needs. E-portfolio assessment address knowledge, performance, and attitudes (KPA); assists formative/summative assessment, supports self-directed learning, and informs future program development.
Increasingly, medical institutions seek HPEGDPs graduates to lead initiatives to advance the transformation of heath care through the preparation of future providers (Humphrey, 2021). The stakes are high for HPEGDP to ensure that graduates achieve program outcomes aligned with these needs. E-portfolio assessment address knowledge, performance, and attitudes (KPA); assists formative/summative assessment, supports self-directed learning, and informs future program development.
Summary
Using an e-portfolio assessment, learners identify evidence related to each outcome supported by rationale/reflection with formative review/feedback after each 12-week session and summative review/feedback after completion of the evidence-based teaching core, the specialization, and the final reflection. Course faculty guide formative and independent team conducts the summative process (Heeneman et al., 2020).
Using an e-portfolio assessment, learners identify evidence related to each outcome supported by rationale/reflection with formative review/feedback after each 12-week session and summative review/feedback after completion of the evidence-based teaching core, the specialization, and the final reflection. Course faculty guide formative and independent team conducts the summative process (Heeneman et al., 2020).
Results
Three researchers reviewed/analyzed 32 learners’ portfolios using a 3-point scale and Dedoose software. Reviewers crosschecked 5 reviews for reliability. Response patterns/outliers were identified in relation to KPAs. Findings indicate twelve outcomes associated with the core and six outcomes associated with the specializations addressed at either the proficient or exemplary levels.
Discussion
This e-portfolio provided formative/summative assessment data that informed program evaluation and guided learners to incorporate reflective practice. Results raised future questions about process, validity, and reliability. Learners’ reflections over time indicated increased critical reflexivity in addition to critical reflection focused on social responsibility (Ng et al., 2019) which have informed this program’s development.
Conclusion
E-portfolio assessment of learners’ KPAs is promising as a tool for HPEGDP evaluation. Given the increased use of the HPEGDP degree as an indicator of competence by medical institutions, the need for additional study of content, process, and psychometrics of e-portfolios in program evaluation is urgent.
Take home messages/implications
Additional efforts to examine e-portfolio assessment and its contributions to HPEGDPs evaluation are needed. The inclusion of critical reflexivity in the curriculum needs to be explored.
References (maximum three)
Heeneman, S., de Jong, L. H., Dawson, L. J., Wilkinson, T. J., Ryan, A., Tait, G. Rice, N., Torre, D., Freeman, A, & van der Vleuten, C. P. (2021). Ottawa 2020 consensus statement for programmatic assessment–1. Agreement on the principles. Medical teacher, 43(10), 1139- 1148.
Humphrey, H. (2021). Conversation regarding the change in credentials of Macy Scholars over the ten-year history of the program.
Ng, S. L., Wright, S. R., & Kuper, A. (2019). The divergence and convergence of critical reflection and critical reflexivity: implications for health professions education. Academic Medicine, 94(8), 1122-1128.